Creating a safe climate for students

News-Times, The (Danbury, CT)

Published 1:00 am, Wednesday, February 28, 2007

What does it take to create a safe school climate, where students are held to high expectations and receive strong support? Where students are held accountable in an atmosphere that isn't moralistic or harsh?

It takes giving students boundaries and options. Greeting each of them every day. Tapping "high risk" students for leadership roles and establishing traditions students plan and value. Recognizing students for "non-traditional" achievement and making community service part of the school culture.

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School climate and culture can have a measurable effect on reducing violence and correlates with overall higher student achievement, Jorgensen said.

But, she said, the No Child Left Behind law has raised the ante.

Schools with good climates and strong leaders who support classroom teachers can do better when an outside pressure like NCLB is placed on them.

But, schools with low staff morale, with poor supervision and support, whose students aren't connected, do worse with the pressure of an outside force.

School climate was thrust into the spotlight in 1999 when two Columbine High School students killed 10 students, two teachers and themselves. Many schools improved their environments and none of the 20 shootings since has been as lethal.

But most students who acted out with violence in the United States gave many easy-to-read warning signs, like telling their friends, Jorgensen said.

In schools with healthy climates, students feel safe enough to risk telling on their peers so officials can intercept the planned violence. Without that trust, students won't talk.

Jorgensen cited Redding and Easton schools as well as Danbury's alternative high school as places where administrators get the culture right.

David Canavan
, principal of Danbury's alternative high school, said his staff understands the importance of knowing students first.

"We recognize that relationships have to be formed as the primary foundation for students, especially for students who don't have a history of success," Canavan said.

The new three R's are relationships, relevancy and rigor.

Show students that the staff cares, connect learning to the individual student, and then, he said, rigor follows with both staff and students having higher expectations.

Jorgensen said these days, educators nationwide must know that substance abuse is part of standard teen culture.

At the same time, many parents of teens are either ambivalent about setting firm boundaries about substance abuse or support use by poor supervision and hosting parties where alcohol is served.

A school's "zero tolerance" policy must be linked to a student assistance program with counselors and follow-up, parental support and in-school support for students with substance abuse problems.

Schools must temper discipline with support.

"A healthy climate says put a safety net around this child," she said. "You can turn a kid around if you send them for help."